Eighty percent of students in grades 9-12, 65 percent of those in grades 6-8, 45 percent of grades 3-5 students
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Mobile learning's major impact | eSchool News | eSchool News | 2 - 10 views
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have access to a smartphone
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A report released earlier this year confirms the trend, which seems now to be less of a trend and more of a permanent feature in schools.
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the majority (77 percent) of families have at least one smartphone at home, and 46 percent have at least one tablet.
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School and district administrators say that mobile technology, including tablets (41 percent), one-to-one programs (28 percent), mobile apps (22 percent), and BYOD (22 percent) have had a significant impact on teaching and learning,
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South Korea trains teachers in digital learning and has broadband connectivity in all of its schools. Additionally, South Korea plans to phase out printed textbooks in the next two years. Turkey has plans to distribute 10 million tablets to students by 2015, and Thailand’s government has similar aims, with plans to supply 13 million mobile devices to students by 2015
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Fundamentals of Creativity - 10 views
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1 Creativity Takes More Than Originality 2 There Are Different Levels of Creativity 3 Context Matters 4 Creativity Comes at a Cost. Creativity requires work, effort, and risk 5 There's a Time and a Place for Creativity
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Being bored by @sheep2763 - 7 views
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"I am of an age where if, as a child, you said you were bored the answer was likely to be, "Only boring people are bored," and be left to find something to do. There was always something to do, go outside and throw a tennis ball against a wall, go out on your bike, do some colouring, play with the Lego, do a jigsaw OR if you really got bored do your homework or tidy your bedroom! Nowadays it seems that the majority of children do not often seem to say that they are bored. They don't often have to find their own entertainment, use their imagination or even have several hours at a time that are not pre-filled with activities. Parents (normally) want to do their best for their children. Charlie wants to do football - that's 5:30 on Wednesday, Sammie wants to do ballet - that's 4:00 on Thursday, extra maths, Judo, trampolining, swimming, cubs… the list goes on, frequently only limited by the time to fit the activities for 2/3/4 children into a week."
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TIC para innovar: Clase invertida (flipped classroom) ventajas y desventajas - 1 views
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Clase invertida (flipped classroom) ventajas y desventajas La clase invertida propone que el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial ya que los estudiantes pueden aprender desde sus casas mediante juegos, presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como estudiantes interactúan para resolver problemas. Esto denota un consumo menor de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo compartirles las ventajas y desventajas de la Clase invertida: Ventajas: 1. Adaptabilidad de la clase se adapta al ritmo del estudiante. 2. Mejora significativamente el ambiente de trabajo en el aula. 3. Incrementa la atención educativa a cada estudiantes 4. Empata el estilo de aprendizaje de cada estudiante. 5. Transforma la clase en un espacio de interactividad 6. Incluye a todos los miembros de la comunidad educativa en el proceso de aprendizaje. 7. Promueve la creatividad y el pensamiento crítico. 8. Facilita la entrega de tareas y su revisión. 9. Disminuye el riesgo del incumplimiento en clase. 10. Permite la reusabilidad del material propuesto. 11. Origina el ahorro de tiempo extra para el profesor. 12. Promueve la interacción social. 13. Incentiva a la resolución de problemas en clase. 14. Mejora la actitud de los estudiantes hacia la materia. 15. Incrementa el interés el interés y la motivación. 16. Genera la satisfacción de toda la comunidad educativa al estar inmersos en el proceso. 17. El feedback se genera de manera inmediata. 18. Acerca a los estudiantes al conocimiento de manera simple. 19. Evalúa no solo el resultado, si no, el proceso entero. 20. Los estudiantes son responsables de su propio aprendizaje. 21. Permite la regeneración de contenidos las veces necesarias. Desventajas 1. Se debe estructura el plan en mejora de la metodología. 2. Se enfoca en los recursos más que en la metodología en sí. 3. No toma en cuenta la brecha digital existente. 4. Los vídeos en casa deben ser asistidos por algún representante, demandando tiempo. 5. &nbs
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Transforming Undergraduate Education in Science, Technology, Engineering and Mathematic... - 21 views
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Type 2 Projects: Total budget may not exceed $600,000 for 2 to 4 years.
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94 to 108 including 70 to 75 Type 1 awards, 20 to 25 Type 2 awards, 3 to 5 Type 3 awards and 1 to 3 TUES Central Resource Project awards
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The association of music experience, pattern of practice and performance anxiety with p... - 0 views
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Music inexperience, changed pattern of practice and performance anxiety are associated with playing-related problems in child instrumentalists and are therefore important issues for music education.
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Research on adult musicians has adopted these models and identified individual intrinsic factors such as age and gender, music performance anxiety and enjoyment, extrinsic factors such as music practice habits and type of instrument played and intrinsic–extrinsic interaction factors such as playing posture, technique and student–teacher interaction which influence the development of PRMP.
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The aim of this study was to describe the music practice of child instrumentalists and determine their associations with playing-related musculoskeletal problems (PRMP), accounting for gender and age
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Symptoms of performance anxiety are generally categorized into cognitive (e.g. catastrophic thoughts), behavioral (e.g. avoidance of performance/auditions) and physiological (e.g. dry mouth, shaking arms/hands, increased heart rate) (Plaut, 1990; Salmon, 1990).
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Shoup (1995) reported performance anxiety negatively affected performance in 55% (234/425) junior high and high school instrumentalists.
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Over a third of students (36%, 263) reported they experienced the feeling of butterflies most times to always when playing in a concert or competition (Table 1).
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There was a significant association between gender and the experience of butterflies (χ2 = 32.32, df (4), p < .001) with more females reporting the experience of butterflies than males. There was a significant association between age and reported experience of the feeling of butterflies (F = 9.012, df (3), p < .001), with older children reporting the experience of butterflies more than younger children.
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Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views
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music performance anxiety (MPA)
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The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
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Anxiety is generally regarded as having an antithetical relationship with flow
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The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
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Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
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There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
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Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
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“when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
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Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
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However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
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Csikszentmihalyi’s nine dimensions of flow as follows
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Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
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Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
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These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
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Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
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This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
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Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
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The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
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Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
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“Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
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Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
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Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
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shared by trisha_poole on 13 Jan 11
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A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views
www.scotthyoung.com/...learn-faster-and-better
learning learningmanagement studyskills study criticalskills critical_thinking
shared by trisha_poole on 13 Jan 11
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Roland Gesthuizen and nngocxc06052005 liked it
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Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
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ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
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Rule #1: Practice for Skills, Connections for Concepts
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Rule #2: Concepts before Facts (95% of the time)
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Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
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But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
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Rule #4: Concept Checklists are Useful
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Then create a second-order list under each of the larger bullet points with sub-concepts.
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Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
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Heuristics for Learning Better
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A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
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Tactic #1: The 5-Year Old Method
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Tactic #2: Metaphors
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I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
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Tactic #3: Visceralization
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combine smell, feeling and motion into an image, not just a picture.
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Tactic #4: Deep Linking
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if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
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How to Learn Faster and Better
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1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
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shared by Tonya Thomas on 25 Sep 12
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New era of Workplace Learning | Centre for Learning & Performance Technologies - 0 views
c4lpt.co.uk/...new-era
workplace learning centre performance technologies 21stcenturyskills directions continuing education online library resources tools
shared by Tonya Thomas on 25 Sep 12
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1 – Encourage and support individuals’ and teams’ self-sufficiency to address their own learning and performance problems.
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So here are 5 ways that L&D can become involved:
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2 – Help develop autonomous workers
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3 – Provide performance consulting services, where individuals and teams need help in addressing their own learning and performance problems
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4 – Rethink the use of learning tools and system
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5 – Help to develop an open, enabling culture for working and learning
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It is clear that formal training is not going disappear overnight, but it is also becoming apparent that we are at the beginning of a fundamental shift in the way that both learning and working is happening in organisations. This should not be seen as a threat to the L&D profession, but as an opportunity to evolve the profession to take on the new challenges it offers. The first step on the path will be to become immersed in the new social media tools that are underpinning this change. Social Learning is not something you just talk or read about; it’s something you do!
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Ohio Resource Center > Literacy K-5 > 3-5 Bookshelf - 37 views
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Avoiding the 5 Most Common Mistakes in Using Blogs with Students -- Campus Technology - 15 views
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Stocks, Bonds, and Investing: Oh, My! - 30 views
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However, that is not the case with ETFs.
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The good news is your costs.
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ETFs are created by companies for the specific purpose of low management costs, estimated to be around .18% of your NAV.
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But Wait! There's More.Again
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There is yet another advantage ETFs have over mutual funds
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and that is their tax benefit
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However, unlike mutual funds, ETFs do not sell stocks to pay for redemptions
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As people withdraw their money from a mutual fund, the mutual fund must sell securities to cover those redemptions. So, every time the mutual fund sells a stock, you have to pay capital gains tax on it.
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This being the case, the capital gains that you must pay on an ETF are much less than that of a mutual fund because of the lack of capital gains.
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Danger, Will Robinson!
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However, be careful not to confuse
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an ETF
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ith an Indexed Mutual Fund
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Indexed Mutual Funds are mutual funds provided by a mutual fund company
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But, just like any other mutual fund, you have to pay fees
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Vanguard will charge you managerial fees to set up and manage the fund.
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The ETF's Potential Disadvantage
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they do have a potential drawback
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What it really depends upon is how much you are going to invest and how frequently you are going to invest.
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If you're only going to invest $200 a month in an ETF, the $20 commission results in an immediate 10% loss,
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Just something to think about before you jump into ETFs.
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shared by Jim Tiffin Jr on 19 Sep 11
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What makes an interactive whiteboard interactive? - Doug Johnson's Blue Skunk... - 25 views
doug-johnson.squarespace.com/...ve-whiteboard-interactive.html
instruction blog BlueSkunk IWB interactive discussion best practices teaching strategy DougJohnson technology
shared by Jim Tiffin Jr on 19 Sep 11
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But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers
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What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.
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Any item in the Instruction domain can be enhanced using an IWB.
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just because a teacher has an IWB doesn't mean it has to be used every minute of the day. And yes, a teacher can create truly interactive lessons without using any technology whatsoever.
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use the SmartNotebook software that works with the hardware to organize materials, to find and share lessons, and to seamlessly blend multimedia into lessons.
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While popular (2007, 2010, interactive white boards (IWBs) are controversial even (or especially) among technology enthusiasts. The major complaint is that the use of these devices reinforces the "sage on the stage" teaching methodology. "The IWB is little more than a fancy overhead projector and its touch sensitive screen is only used to save the teacher a couple steps back to the computer to change a slide."
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Blog post that articulates some of the best practices for incorporating an interactive white board (IWB), like a SMART Board, into your classroom in meaningful and instructionally sound ways.
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The 5 Keys to Educational Technology -- THE Journal - 166 views
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3. Facilitate the application of senses, memory, and cognition. It is in this component of my definition where I stepped the farthest away from the majority of existing definitions of the field.
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What is educational technology? What are its purposes and goals, and how can it best be implemented? Hap Aziz, director of the School of Technology and Design at Rasmussen College, explores what he terms the "five key components" to approaching educational technology.
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Educational technology has a multi-faceted nature comprising a cyclical process, an arsenal of tools (both physical and conceptual), and a multiple-node relationship between learners and facilitators of instruction, as well as between learners themselves.
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4. Enhance teaching practices. Learning in our formalized education context does not exist in a vacuum; that is, we do not simply provide learners with access to information and resources with the expectation that they will learn through discovery.
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Part 1: Flipping The Classroom? … 12 Resources To Keep You On Your Feet | 21 ... - 228 views
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Thus far approx 18 of 27 students in math 7 have used Khan, 10 /18 have rated it between 3 or 4, 4 have rated is a 5, 4 have rated it as a 2 or less
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Estimating Costs and Time in Instructional Design - 11 views
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Instructional Designer - $28.00 hour (based on salary of $60,000 per year) eLearning designer - $37.00 hour (based on salary of $78,000 per year) Organizational Specialist - $38.46 (based on salary of $80,000 per year)
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200 to 500 man-hours for each instructional hour of IMI
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Simple Asynchronous: (static HTML pages with text & graphics): 117 hours Simple Synchronous: (static HTML pages with text & graphics): 86 hours Average Asynchronous: (above plus Flash, JavaScript, animated GIF's. etc): 191 hours Average Synchronous: (above plus Flash, JavaScript, animated GIF's. etc): 147 hours Complex Asynchronous: (above plus audio, video, interactive simulations): 276 hours Complex Synchronous: (above plus audio, video, interactive simulations): 222 hours
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Course is five days or less, then 3 hours of preparation for each hour of training. Course is between five and ten days, then 2.5 hours of preparation for each hour of training. Course is over 10 days, then 2 hours of preparation for each hour of training.
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research generally shows that there is at least a 50% reduction in seat time when a course is converted from classroom learning to elearning. Brandon Hall reports it is a 2:1 ratio.
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Estimated Average Cost Per Hour Of Instruction - $1,901.00 to $2,170.00
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If your organization is inexperienced, expect your average developmental man-hours to be closer to 450-500 man-hours per instructional hour.
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1995 August/September issue of CBT Solutions Magazine reported that 221 hours was the average development time.
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Category 1: Baseline Presentation
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34:1 -- Instructor-Led Training (ILT), including design, lesson plans, handouts, PowerPoint slides, etc. (Chapman, 2007). 33:1 -- PowerPoint to E-Learning Conversion (Chapman, 2006a, p20). 220:1 -- Standard e-learning, which includes presentation, audio, some video, test questions, and 20% interactivity (Chapman, 2006a, p20) 345:1 -- 3rd party courseware. Time it takes for online learning publishers to design, create, test and package 3rd party courseware (Private study by Bryan Chapman 750:1 -- Simulations from scratch. Creating highly interactive content (Chapman, 2006b)
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Category 2: Medium Simulation Presentation
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Estimated Average Cost Per Hour Of Instruction - $3,768.00
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Category 3: High Level Simulation Presentation.
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Estimated Average Cost Per Hour Of Instruction - $7,183.00
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Verizon says once they develop enough learning objects, they will be able to build courses in five hours or less ($10,000 to $15,000)
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includes the instructional designer, project manager, and outsourcing fees (the instructional designer takes the content that is written in instructional design format to three other companies and an in house group for bids)
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They use a content management system from OutStart
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between 40 to 80 hours and costs $15,000 to $30,000 to develop one hour of elearning (George & Mcgee, 2003)
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If the elearning looks more like a PowerPoint presentation, then a 1:1 is probably close, however, the more elearning moves away from looking like a Powerpoint presentation and looks more like an interactive package, then the more the ratio starts to increase.
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Outside Consultant - $90.00 hour
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Chapman
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Category 1: Baseline Presentation
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Teaching and technology ~ presentations and resources for educators - 77 views
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During the last six or so years I have created a number of 'how-to' documents and presentations for a variety of web based and related technologies. They are available from the various workshop web pages however I thought it might prove helpful to link to all the documents from a single page. Some of my workshop participants have referred to these documents as 'cheat sheets'.
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~ www.larkin.net.au ~ | Welcome | About Me | Technology | History | Galleries | Music | Blog | Presentation and workshop documents During the last six or so years I have created a number of 'how-to' documents and presentations for a variety of web based and related technologies. They are available from the various workshop web pages however I thought it might prove helpful to link to all the documents from a single page. Some of my workshop participants have referred to these documents as 'cheat sheets'. Web 2.0Read~Write Web Overview Information sharing
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great clearinghouse of tutorials & handouts from presentations on many tools -
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Eight Ways To Build Blended Learning Class Culture | EdSurge News - 60 views
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the following eight actions have a positive impact on the blended learning culture among our students.
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1. Identify Online Learning Behavior You Want To See
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128 27 Romain Bertrand · May 15, 2014Eight Ways To Build Blended Learning Class CultureHow to get students to value and care about the work they do onlineRomain Bertrand
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2. Model and Narrate These Behaviors Constantly
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3. Celebrate Rock Star Online Learners!
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4. Make Students Explain Their Reasoning Online
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5. Provide Students With Written Feedback
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6. Use Data To Make The Right Connections In Class
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7. Provide Support During Online Learning Time
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8. Create Activities Tailored To Student Needs
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Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views
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Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
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Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
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The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
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and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
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Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
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On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
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Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).